This week in class we went over the Myers Briggs Type Indicator. MBTI is basically a personality assessment with a personalized description of your personality preferences. I really enjoyed this particular class because it really got me thinking about what kind of personality I really have. I showed up as type ESFP (extraversion, sensing, feeling, and perceiving). I guess I was suprised on how much of an extraversion type I was. I am very expressive but when it comes to topics that I'm not very interested about I'll kind of lean back and let the others do the talking. When it comes to a topic that I enjoy, I will definitely get involved and throw in my two cents. When we were in groups discussing introductions involving initiating or recieving, I found that I was a very sociable person depending on the situation whether it happened to be in a professional or social environment.
As we continued on through this report, I thought that I would be more intuitive than sensing. As I looked at the components of this part, I noticed that I was a very hands on kind of person who has learned best from personal experiences. I also like to concentrate on what is happening now rather than thinking about the past or future. With that in mind I understood why I was more sensing than intuitive.
When coming across the questioning or accommodating facet, I began to comprehend why I was more of a questioner rather than an accommodator. I am the kind of type to question my own abilities in some cases rather than others. Although, I will question others if there is good reason to in a mild agreeable approach of course. I am also known as intellectually curious and independent, just always asking questions to figure things out.
Near the end of class we talked about dealing with deadlines: the early starting or pressure prompted facet. I thought I would be more of an early starter instead of being pressure prompted, but I noticed that I was a little bit of both in some cases. When it comes to finishing projects or assignments, I'm more likely to start earlier. For some reason when it comes to studying for tests, I am more pressure-prompted. I guess I seem to do better under pressure in more important situations. Have a great week.
Tuesday, January 25, 2011
Wednesday, January 19, 2011
Week 2 Helping Students Make the Transition to College
Once again the school work starts to get thrown down and you actually have to do something. This week in University Studies 311, we went through the chapter Helping Students Make the Transition to College.
When reading through Schlossberg's Transition Theory, many things came back to me from when I was once a freshmen here for the first few months. First S, Situation. I remember many situations that I couldn't control. Just in the first week of school, my dorm room didn't even have the internet because the ethernet ports were all broken. I had to go find some place in our building with a working ethernet port when I wanted to get any school work done. Second S, Self. When I first got here, I didn't know what kind of person I wanted to really be. So just being myself got me where I am today. If someone didnt like my values, outlook, or social status then that was their problem, but I managed to meet many new friends. Third S, Support. In the first month I thought I got myself into a real big mess where I didn't want to be. I didn't think I really wanted to go to school but I recieved plenty of support from my parents and just being in the Hixson Program really helped. Final S, Strategies. I recieved plenty of help for developing strategies to get through stress and different situations where I wasn't comfortable. Some strategies such as time management really helped me to get a hold of myself and plan things out.
When I read on through the chapter, I came across the section How is College Different from High School. Many things popped into my head. Before coming to this university, I thought just a few minor things were about to really change. Now I have a whole different perspective on the whole high school to college transition. Time management was a real big thing for me. In high school, I would usually have sports after school and then I would go to work on the farm right after. Even when I didn't have sports, I would get out of school early with a work pass and still work till late. I now have to fill in that time with homework and studying which is kind of hard for me. Despite all the challenges I faced in my first semester, I have enjoyed every bit of this new oppurtunity to further my education. With the experiences I have learned, I can now help new students get through their first semester here at Iowa State.
Being in the Hixson Program along with a first-year program in the agronomy department during my freshmen year, I made a successful transition into college. I developed relationships with many new friends and professors that can now help me through my years here.
The effect of a peer mentor can be very beneficial on student development. When I look back on the past, I was introduced to many new oppurtunities that I wouldn't have first got involved in without increasing my self-confidence to a new level through a peer mentor.
When reading through Schlossberg's Transition Theory, many things came back to me from when I was once a freshmen here for the first few months. First S, Situation. I remember many situations that I couldn't control. Just in the first week of school, my dorm room didn't even have the internet because the ethernet ports were all broken. I had to go find some place in our building with a working ethernet port when I wanted to get any school work done. Second S, Self. When I first got here, I didn't know what kind of person I wanted to really be. So just being myself got me where I am today. If someone didnt like my values, outlook, or social status then that was their problem, but I managed to meet many new friends. Third S, Support. In the first month I thought I got myself into a real big mess where I didn't want to be. I didn't think I really wanted to go to school but I recieved plenty of support from my parents and just being in the Hixson Program really helped. Final S, Strategies. I recieved plenty of help for developing strategies to get through stress and different situations where I wasn't comfortable. Some strategies such as time management really helped me to get a hold of myself and plan things out.
When I read on through the chapter, I came across the section How is College Different from High School. Many things popped into my head. Before coming to this university, I thought just a few minor things were about to really change. Now I have a whole different perspective on the whole high school to college transition. Time management was a real big thing for me. In high school, I would usually have sports after school and then I would go to work on the farm right after. Even when I didn't have sports, I would get out of school early with a work pass and still work till late. I now have to fill in that time with homework and studying which is kind of hard for me. Despite all the challenges I faced in my first semester, I have enjoyed every bit of this new oppurtunity to further my education. With the experiences I have learned, I can now help new students get through their first semester here at Iowa State.
Being in the Hixson Program along with a first-year program in the agronomy department during my freshmen year, I made a successful transition into college. I developed relationships with many new friends and professors that can now help me through my years here.
The effect of a peer mentor can be very beneficial on student development. When I look back on the past, I was introduced to many new oppurtunities that I wouldn't have first got involved in without increasing my self-confidence to a new level through a peer mentor.
Wednesday, January 12, 2011
Becoming a Peer Mentor- Week 1
Once I began to read this first chapter, I immediatley noticed the example given of a girl persuing to be a peer mentor. In this example, I saw that one person cannot keep piling things on without eventually overwhelming themselves. As I read on through the first chapter of this book I realized there was much more to mentoring than I first initiallly thought. I learned that their are different types of mentoring: formal and informal. Formal mentoring takes place in a work or educational setting which was the role I planned to take on.
Before reading this first chapter, I thought I knew what being a mentor was all about, but their was much more that I needed to learn. I learned their were many different aspects and things that I need to be aware of before becoming a peer mentor. The main idea that I had grasped was to focus on building a relationship and helping to understand my role while also making the most of the time I have. I knew before reading this chapter that tutoring was different from mentoring but I didn't realize by how much. Mentors and tutors are both their to help, but a peer mentor is more focused on encouragement and establishment of a more personal relationship with a student. As I was reading along through this chapter I came across the question, "How confident are you in your mentoring knowledge and skills?" and I then realized that I haven't really had much experience if any, in the peer mentoring set. With this in mind, I came to the conclusion that I was glad to be learning more and more about peer mentoring and what it is all about.
Coming to the end of this chapter, I came to a heading about balancing my needs and responsibilities as a peer mentor. I learned a few more things about ways to increase my success even more in the future while helping new students. I know now that I am pretty excited to be a peer mentor this coming fall to aid new students to a path of achievement.
Before reading this first chapter, I thought I knew what being a mentor was all about, but their was much more that I needed to learn. I learned their were many different aspects and things that I need to be aware of before becoming a peer mentor. The main idea that I had grasped was to focus on building a relationship and helping to understand my role while also making the most of the time I have. I knew before reading this chapter that tutoring was different from mentoring but I didn't realize by how much. Mentors and tutors are both their to help, but a peer mentor is more focused on encouragement and establishment of a more personal relationship with a student. As I was reading along through this chapter I came across the question, "How confident are you in your mentoring knowledge and skills?" and I then realized that I haven't really had much experience if any, in the peer mentoring set. With this in mind, I came to the conclusion that I was glad to be learning more and more about peer mentoring and what it is all about.
Coming to the end of this chapter, I came to a heading about balancing my needs and responsibilities as a peer mentor. I learned a few more things about ways to increase my success even more in the future while helping new students. I know now that I am pretty excited to be a peer mentor this coming fall to aid new students to a path of achievement.
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